Abstract

After reviewing the current research literature on the effects of social-emotional learning (SEL) on the behavior of elementary-age children, it was clear that there was limited research data on the effects of Tier 2 interventions designed to augment the effects of schoolwide SEL programs. Specifically, to what extent could a brief, group-delivered intervention improve the academic engagement, problem behavior, and socially appropriate comments of fifth-grade students receiving schoolwide SEL through Second Step in a traditional public school? Three fifth-grade students were recruited to participate in this study who all engaged in frequent problem behavior during Second Step lessons and throughout the school day. A Tier 2 intervention involving pre-teaching of lessons was developed and implemented with the participating students over several months. The effects on participants' academic engagement during instruction were mixed across participants due to variability and limited treatment effects. However, these results suggest that for some students the individual setting with preteaching can be effective at increasing engagement, decreasing problem behavior, and evoking increased positive communication with peers. More research is necessary to increase the effectiveness of this treatment package. Implications for teachers and researchers are explored.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2025-08-01

Document Type

Thesis

Keywords

social-emotional learning, single-case design, problem behavior, academic engaged time, Second Step, Tier 2 intervention

Language

english

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